Martinsburg independent. [volume] (Martinsburg, W. Va.) 1875-1900, 1887-03-05
INDUSTRIAL EDUCATION.
BY Prof. F. L. Cardozo, Washing
ton, D. G.

tOu, ~. VI
This is q subject upon which much
has been written. Its Importance,
however, justifies its constant repe::
tition.
The education of a child is a sol
emn responsibility imposed upon
teachers and parents, and they only
can discharge it's duties correctly,
who have proper conception of its
nature and importance.
what is the nature of the human
mind what is the true function of
education what is the charac-
ter of the mind of the particular
child to be educated !? how much,
and what kind of education is best
suited to the individual to be educa-
ted {? all these are questions of the
gravest import.
We shall endeavor to answer these
questions, and thus aid parents who
have to apply them to their chill
dren.
What is the nature of the human
mind /? Many parents think that
simply sending children to school
and college necessarily makes them
able and superior to those who have
not enjoyed those advantages. They
think that schools and colleges sap
ply students with mental faculties,
instead of simply developing those
that they have originally.
Children are varlousiy endowed
by nature, or more correctly speak
ing by providence. Some are born
with remarkable intellectual powers
of the highest order, while others
have only moderate gifts in this di-
rection. Education will simply de-
velop what a man has naturally, its
true function is not to supply facul-
ties or powers that may be wanting,
but to sharpen or brighten those al
ready possessed, and direct how
they may be profitably used.
These views may appear as tru-
isms to some, and yet it is singular
how they are disregarded in every
day practical life.
What is the true function of edu-
cation? You think, perhaps, that
this question is so natural and pa
tent that it needs no definition, that
everybody has correct conception
of education.
And yet there are two very pro-
nounced and directly opposit theo-
riss ON this subject. These theories
consciously or unconsciously infu-
ence teachers and parents.
The teacher who thinks that edu-
cation is simply imparting knowledge
only the acquisition of facts, will en-
deavor to crowd as many facts into
the pupils mind as possible, and will
Judge of the progress of the pupil
by his capacity to acquire and re-
tain facts.
The teacher, on the other hand,
who thinks that education is the
discipline of the faculties, the devel-
opment of the power to think, will
see that the pupil understands the
lesson taught, not merely the repe-
tition of words exercising the men,
DRY only, but the comprehension Of
ideas, exercising the power of think
ing.
Those parents who have proper
conception of the nature of the
mind, and Of the true function
of education, will be better able
to determine correctly the char
acter of the mind of the child to be
educated.
For upon this decision will depend
the action of the parent, perhaps i
should say ought to depend.
If the mind of the child is of a
very superior order, the parent will
naturally and wisely desire to quail
fly the child for a professional life.
But parents very often permit their